Bridges Learning Development
is a family of five programs that improves student achievement via lab-based intervention
that develops students’ cognition. Bridges is not a curriculum-based
remedial program. It is designed to improve general intellectual and
behavioral functioning, which should improve learning competence across all
subjects. The Bridges systems are designed to develop the base skills
of cognition, sensory integration and visual- and auditory processing. These
skills are the foundation of all learning and help improve self-control and
concentration as well. By helping at-risk students develop their cognition, Bridges
aims to reduce referrals to special education. Bridges aims to improve
the 26 cognitive abilities and 11 perceptual skills essential to classroom
learning. Up to 20% of students in a subscribing school may be referred to
Bridges for assessment of these critical cognitive and perceptual abilities.
Based on assessment results, an individualized plan of scientifically designed
activities is designed for each student, to stimulate cognitive and perceptual
growth. Students referred to Bridges spend 30-40 minutes twice a week working
thru their individualized plans. The duration of a student’s experience in the
lab varies per student because his/her plan is individualized; the range is
typically five to nine months. The five programs available from Bridges
Learning are: Learning Development (K – Adult); Learning
Discovery (Pre-K – 2); Bridges PM (K – 8); Concept Prep (3 –
8); and Career Discovery (8 – 10).

Bridges is the implementation of the Structure of Intellect
(SOI) ModelSchool, an educational service that raises students’ grades
in school by making them better learners. The Program is founded on 30 years
of implementing SOI materials and methods developed by Dr. Mary and Robert
Meeker, and is based on the early work of Dr. J.P. Guilford. The Program
builds attention, memory, and other learning abilities essential to better
reading, spelling, mathematics, and other basic skills. Unlike tutoring
processes and video or software, the Program enhances the core intelligence of
the student, and prepares them to learn. Because the Program measurably
improves general academic performance, the mind’s ability to focus, and overall
intellectual competence in school, it reduces referrals to Special Education,
developmental instruction, disciplinary action, etc.

Evidence of
Effectiveness

McDermitt Combined School – Humboldt County School District, Nevada

Of those students involved in Bridges during the
1999-00 school year, who took both the October 1999 and October 2000 TerraNova
examination, the total normal curve equivalent (NCE) scores improved in
reading, language arts, math and science by 33.1%, as compared to the
school-wide average of 9.2% gain. There were 21 students in the Bridges
group and 59 students in the overall group.

School Year

Reading

NCE Average

Language

NCE Average

Math

NCE Average

Science

NCE Average

1999-2000

21.7

24.1

27.1

22.5

2000-2001

34.8

34.8

39.5

35.0

Indiana
NWEA RIT Score Analyses in Reading and Math

Comparative analysis of median
NWEA Achievement Levels Test (ALT) scores for Bridges students in Indiana and
the median scores in the 1999 NWEA Norming Study reveals that Bridges students
out-gained their grade-level peers despite significant barriers to academic
success. This 1999 NWEA Norming Study represents a general distribution of
scores across all students at each grade level.

It is important to note that
Bridges students represent a specific subpopulation of students who are at-risk
of academic failure. At-risk students are expected to score lower than their
grade-level peers on the ALT and to lag behind their grade-level peers on gains
in Reading and Math. On the contrary, results indicate Bridges students
surpassed growth made by their grade-level peers in all but 5th-Grade Reading,
where Bridges fifth graders realized gains equal to those made by their peers.

Grade 3 Comparisons

Bridges Students (n=30)

Norming Study (N=500K)

Reading

Math

Reading

Math

Fall RIT

177

182

188

188

Spring RIT

192

197

198

200

Learning Growth

+15.0

+15.0

+10.0

+12.0

Grade 4 Comparisons

Bridges Students (n=30)

Norming Study (N=500K)

Reading

Math

Reading

Math

Fall RIT

193

195

199

199

Spring RIT

204

205

205

208

Learning Growth

+11.0

+10.0

+6.0

+9.0

Grade 5 Comparisons

Bridges Students (n=30)

Norming Study (N=500K)

Reading

Math

Reading

Math

Fall RIT

202

208

206

207

Spring RIT

208

218

212

215

Learning Growth

+6.0

+10.0

+6.0

+8.0

Lamar Consolidated IndependentSchool District, Rosenberg, Texas

The
LamarDistrict serves 14,000 students on 22 campuses, near Houston. In
1996-97, Bridges was implemented on eleven campuses. Student
achievement data were gathered for five campuses new to Bridges (3
elementary and 2 junior high), pre- and post-treatment.

Findings:

·A 31% increase in achieving Texas
Assessment of Academic Skills (TAAS) passing rates was accomplished in one year
by student groups on the five Bridges campuses, compared to Texas
Statewide norms.

·A 54% increase in achieving TAAS
passing rates was accomplished in one year by student groups on the five Bridges
campuses compared to Lamar Districtwide norms.

·70% and 60% increases in achieving
1997 TAAS passing rates were accomplished in one year on five Bridges
campuses by ten student groups. These groups were examined because 0% (0 of
10) achieved 1996 TAAS passing rates that equaled or exceeded either Texas
Statewide or Lamar District-wide norms.

Teacher Support

A required, five-day “Basic Bridges” training course
is provided for the individual designated by the school as the Bridges
Specialist. Topics covered include the theory and practice of SOI assessments
and interpretation, and the Integrated Practice Protocol (IPP) activities
undertaken in the Learning Center. This course is conducted at regional
locations on a frequent schedule and which considers the time and travel of
proximate subscribing schools.

Additionally, a required five-day “Practicing Bridges”
course is provided for the Bridges Specialist and the paraprofessional. Topics
covered include the hands-on supervision of Learning Remediation activities in
the Learning Center.

A Curriculum Consultant or Inservice Trainer conducts
an onsite review during the year, generally between two and four months after
start-up commencement for first year subscribers, and near the mid-year point
for continuing subscribers. A year-end summary of Program results based on
data provided by the school, the onsite review, and Support Center records is
provided.

Toll-free telephone support is available from the Bridges
Support Center year-round between 9am ET and 5pm PT (1-888-345-1401).

Required School Commitment

·100% of the faculty must support
the Program. This commitment must be formal and communicated to Bridges
prior to classroom implementation of program materials.

·The subscribing school must commit
a full-time individual to be responsible for overall Program supervision and
operation.

·The subscribing school must
provide a dedicated, classroom sized space for the Learning Center that can be
screened from any outside distractions or traffic during use if not, physically
isolated.

Equipment Requirements

·Windows 95, 98, 2000 or XP

·Mac OS 9

·Laser Printer

·Telephone enabled to make calls to
800 and 888 area codes and local calls, and installed in the LearningCenter prior
to Program commencement.

·Two wooden planks, each measuring
1"x4" x 96

·Two 60-minute timers.

Costs

Bridges Learning
Development

Costs per School Year

2003-04

2004 +

Student Materials (per
student served)

$ 85

$ 85

Staff Development, Tech
& IP License

$24,766

0

Bridges Learning
Discovery

Costs per School Year

2003-04

2004 +

Student Materials per
student

$ 32

$ 32

Staff Development, Tech
& IP License

Training & setup-1st
classroom

$ 10,800

$ 0

Each additional
classroom

$1,600

$ 0

Each additional
facilitator

$ 800

$ 0

The
“Basic Bridges” course is a required cost for the staff member designated as
the Bridges Specialist. The course is not held on the school site, but is held
regionally for various schools’ personnel. The cost of having more than two
persons attend this training is $375/person for each of the third or more
persons from any one school.

NOTE:
A minimum order of materials to serve 50 students is required.

For Information Contact

Bridges
Learning Systems, Inc.

49
Old Solomons Island Road, Suite 206

Annapolis, MD21401

(800)
639-4423

Email:
info@bridgeslearning.com

Current Location in Nevada

No
school in Nevada has chosen this program during this state remediation
funding cycle.

K 1 2 3 4 5 67 89
10 11 12

California Early Literacy Learning

Extended Literacy Learning
(CELL/ExLL)

www.cell-exll.com

Program Description

Professional
development and best teaching practices are the main purposes behind CELL/ExLL.
The CELL/ExLL framework of instructional activities includes oral
language, phonics, higher-order thinking skills, and reading and writing
activities. CELL/ExLL is designed to meet the needs and strengths of
each individual child. The CELL/ExLL model stresses and encourages
active participation from each child regardless of his or her current level of
literacy acquisition. High progress children are encouraged to continue their
rapid growth while low progress children are guided through the process with
continuous support and an opportunity to accelerate their learning. The
opportunity to try new learning in a risk-free environment and practice new
strategies throughout the day are encouraged. CELL/ExLL trains teachers
to use a gradual decline of teacher support and a gradual increase in student
independence based on demonstrated student capability.

The
K-3 framework (CELL) for the program is designed to help the beginning
reader develop the necessary skills to master alphabetic principles, phonemic
awareness, and concepts about print in a literature-rich environment.

The
Extended Literacy Learning Framework (ExLL) for grades 3-6 is based on
an alignment with the K-3 Framework extending it into the intermediate grades
where content area study and application of skills have increased importance.

CELL/ExLL collects diagnostic information to inform instruction
and assessment data to ensure accountability. Teachers are trained to
administer the Observation Survey and to improve their observation of children
to better inform instruction. Standardized test measures are provided to track
both individual student and class achievement.

Evidence of
Effectiveness

CELL/ExLL
are research-based programs. All
elements of the framework were selected because of their substantial support in
the research literature. CELL/ExLL participants assist in the
collection of data that is used to document program success and individual
student gains. It is a primary focus of CELL/ExLL research to analyze
and report data generated by individual participating schools and districts.
Some examples are as follows:

NOTE:
A Southern CaliforniaCELL/ExLL pilot program compared achievement
in grades 1-4 on the California Achievement Test (CAT-5) over a four-year
period (1994-1997). Schools that had full CELL/ExLL implementation
showed increases of 10, 10, and 11 normal curve equivalents in reading
comprehension. Schools with partial implementation of CELL showed increases of
2, 6, and 5. And schools that participated in a district developed CELL/ExLL
clone had normal curve equivalent scores of 2, 1, 3, and 5. These data are a
strong indication that program replication is affected by altering standards,
procedures, or training.

Charles Mack Elementary - Elk Grove Unified School District, 1997

Kindergarten
students began the year as non-readers and reached a level equivalent to
mid-first grade by spring testing. Achievement of first-graders increased from
upper Kindergarten to beginning second, and second-graders who began the year
just below grade level scored high fourth grade by spring testing. These
randomly selected children received no intervention or support services other
than effective classroom teaching using the CELL/ExLL framework.

Wyoming Indian School, Wyoming (N=200)

In
this study, half of the school staff participated in the CELL/ExLL
program and half did not. Significant increases in text reading scores were
reported in each grade level for teachers who participated in the program
compared to those who did not.

CELL/ExLL and Reading Recovery

Many schools that have selected CELL/ExLL also
participate in the Reading Recovery program. Though Reading Recovery,
by design, is an intervention and not expected to affect the cohort, many
districts track these data. Test data for first grade students were tracked
over a four-year period in mathematics, reading, and total battery. Three
years of data during Reading Recovery participation show scores in the
22-31 national percentile range. Year-end scores following the first year of CELL/ExLL
implementation show a dramatic increase in all three areas to the
44-50-percentile range. It is interesting to note that the achievement
increase was also seen in mathematics. These data help support the primary
importance of reading and writing instruction in the elementary grades. It
also suggests that even a powerful intervention like Reading Recovery
improves with the support of effective classroom teaching.

CELL/ExLL and Special Education Referrals

Regarding special education referrals, a study
conducted over a three-year period indicated that Non-Title I schools with
neither Reading Recovery nor CELL/ExLL showed an increase in
percentage of referrals from 2.6 to 3.7 percent. Title I schools supported by Reading
Recovery showed a referral reduction from 3.0 to 2.8 percent. The
demonstration school supported by Reading Recovery and CELL/ExLL
showed a significant reduction in referrals to special education from 3.2 to
1.5 percent. These data confirm both the effective combination of a balanced
program of reading and writing instruction with a powerful early intervention.

Aspects of Reading

This program addresses the following aspects of reading,
as identified by the National Reading Panel and listed in the No Child Left Behind
Act:

·Phonemic Awareness ü

·Phonics ü

·Fluency ü

·Vocabulary ü

·Comprehension ü

·Motivation

Teacher Support

Professional
development is the cornerstone of CELL/ExLL implementation. To ensure
school-wide support for CELL, a School-Based Planning Team participates
in a year-long series of planning activities and framework training sessions.
The School-Based Planning Team is composed of the school principal, a reading
specialist, a special education teacher, and one teacher from Kindergarten,
first, second and third grades. Generally, a member of the team will emerge as
a leader and agree to be trained as a Literacy Coordinator.

The
ExLL training model for grades 3-6 is similar to the CELL model.
Teachers representing each grade, the principal, and other specialists
participate in a separate yearlong series of trainings. It is expected that ExLL
schools will have participated in CELL in a prior year or are
participating in both trainings in the same year.

Advanced
Training is also available at $1,000 per day for School-Based planning teams.

For Information Contact

California Early Literacy Learning

Stan
Swartz or Cathleen Geraghty

104
East State Street, Suite M

Redlands, California92373-4709

Phone:
(909) 335-3089

Current Location in Nevada

ClarkCountySchool
District

Tate Elementary

2450 N. Lincoln

Las Vegas, NV89115

Phone: (702) 799-7360

Contact: Marie Wakefield

MartinMiddle School

2800 East Stewart Avenue

Las Vegas, NV89101

Phone: (702) 799-7922

Contact: Rogelio Gonzalez

Nye County School District

AmargosaValley Elementary

HC 15
Box 401Z

Amargosa, NV89020

Phone: (775) 372-5324

Contact: Faye Porche

WashoeCountySchool
District

DesertHeights Elementary

13948 Mt. Bismark Street

Reno, NV89506

Phone: (775) 677-5444

Contact: Debra Duty-Deery

K 1 2 3 4 5 6 7 8 9 10 11 12

ELLIS

www.ellis.com

Program Description

The
ELLIS program teaches English language skills for non-English speakers.
A computer-based program, ELLIS uses a full multi-media experience to
teach the following:

·Thematic units based on real-life
topics

·Video-based language modeling,
then the student moves to more active learning exercises

·Student controlled video and audio
playback

·Voice recording and playback

·Diagnostic, achievement, and
proficiency testing

·Native language support to
facilitate instruction

·Complete records management and
reporting system

·Comprehensive workbook and tutor
activities

·Interactive games and activities

All
lessons are provided to the learner in a consistent format, beginning with a
pre-test, then moving to watching a video for context, then repeating scenes,
then practicing conversation skills by listening and speaking. Ellis
supports Spanish-speaking students, but there are dozens of other languages
supported by this program.

There
are two suites for K-12: ELLIS Kids 2.0 and ELLISAcademic3.0.
Ellis Kids is designed for young learners at three levels of
proficiency: preliterate, beginner, and low intermediate. Ellis Academic
is designed for students aged 12 and up of any proficiency level, teaching
basic social and business English. Products can be purchased individually or
in complete suites.

ELLIS Kids Suite

·Kids Essentials is the most basic level, aimed at preliterate
learners or those only literate in their native language. The focus of the
program is vocabulary development and phonics-based reading skills.

·Kids Level One and Level Two is for beginning to intermediate learners. Full-motion video stories introduce five integrated
tutorials in vocabulary, listening, grammar, pronunciation and communications
skills. Lessons are presented in a “Watch-Learn-Practice-Play” sequence to give
students a predictable format for learning, while instructional games and songs
add fun and motivation. Frequent on-screen feedback, opportunities to review,
and the option of extended practice activities through a “randomization”
feature provide even further learning support. The available native language
instruction and navigational help smoothly integrates with ELLIS Kids’
solid methodology to help create more confident, excited and independent
learners.

·Kids Management and Reporting
System is the ELLIS records
management system for teachers to view and print reports. Teachers can also
control individual or class instructional paths through each product by
determining which lessons students get access to.

ELLIS Academic Suite

·Intro is for beginning middle and high school ELL
learners.

·Middle Mastery is for intermediate middle and high school ELL
learners.

·Senior Mastery is for advanced middle and high school ELL
learners.

·Master Pronunciation is for intermediate to advanced students to work
exclusively on pronunciation skills.

·Placement is a computer adaptive test for placement within the
Academic Suite.

·Instructor Utilities is the ELLIS records management system for
teachers.

Evidence of Effectiveness

Indianapolis Public Schools

Sixty-five percent of students enrolled in the ELL program
attended a non-compulsory lab where the ELLIS program was utilized as an
integrated portion of their 30 to 50 hours of total instruction. The following
results were obtained:

·During the 2000-01 school year,
210 students who were pre- post-tested on a standardized testing instrument
showed an average gain of 8.0 points in reading improvement and 209 students
who were pre- and post-tested on the same instrument showed an average gain of
6.0 points in listening skills.

·During the 2001-02 school year,
312 students who utilized ELLIS were pre- and post-tested on a
standardized testing instrument showed an average gain of 6.5 points in reading
improvement and 306 students who were pre- and post-tested on the same
instrument showed an average gain of 5.7 points in listening skills.

For
traditional non-multimedia instruction, a 5.0-point gain for 100 contact hours
is expected. While level gains are significant, an increase of greater than
5.0 points in half the time or less (30-50 hours of total instruction
incorporating ELLIS) is significant.

South Carolina – Literacy Volunteers of Low
Country

·The regular non-ELLIS
program participants showed a 40% level of success for completion of at least
one level of the CASAS and BEST instruments.

·A combination of the regular
program and at least 12 hours of the ELLIS program showed a 52% level of
success for completion of at least one level of the CASAS and BEST instruments.

·Those students who participated
only in the ELLIS program showed a 62% level of success for completion
of at least one level of the CASAS and BEST instruments.

Malaysia

Using the Educational Testing
Service worldwide benchmark for English proficiency (TOEFL) to compare student
growth, ELLIS students performed significantly higher statistically in
vocabulary and reading comprehension than non-ELLIS users. The survey
also found that ELLIS produced 50% improvement in 30% less time compared
to non-ELLIS classes.

Aspects of Reading

This program addresses the following aspects of reading,
as identified by the National Reading Panel and listed in the No Child Left Behind
Act:

As
this is a computer-based program, schools will need to have hardware with
multimedia capabilities sufficient to run the program, as well as headphones
and other peripherals. Ellis is designed for networked environments.

Costs

Prices vary according to selected products, number of
computers, and physical sites. Volume discounts can be up to 35%. Volume
discount levels are based on accrued purchases from the purchasing agent, which
includes both current and past purchases.

The
following are the costs of implementing ELLIS on 10 stations in one
location. Each amount includes native language support for three languages,
rights to copy for supplemental workbooks, one additional year of technical
support via telephone, and appropriate volume discounting:

Kids
Suite for 10 stations, one location: $19,500

Academic
Suite for 10 stations, one location: $32,070

NOTE:
Training is sold separately from the program.

For Information Contact

Ralph
Gilstrap, Authorized ELLIS Dealer

Interactive
Learning Technology

1650
East 12500 South

Draper,
UT 84020-0668

Phone:
(801) 523-9350

Current Location in Nevada

Clark County School District

Cahlan
Elementary

2801
Fort Sumter Drive

North
Las Vegas, NV89030

Contact:
Jean Jackson

Phone:
(702) 799-7103

Von
Tobel Middle School

2436
North Pecos Road

Las
Vegas, NV89115

Contact:
Jessie Phee

Phone:
(702) 799-7280

K 1 2 3 4 5 6 7 8 9 10 11 12

Image-Making Within the
Writing Process

www.image-making.org/combined.html

Program Description

Image-Making
Within the Writing Process operates
in the classroom as part of the language arts program. Recognizing individual
learning styles, the program defines all children as author/illustrators and
draws young writers into a rich creative process using work and picture images
to create outstanding published books. Children employ reading, writing, and
oral language skills necessary to the development of literacy, gain access to
visual and kinesthetic modes of thinking which serve to heighten their
conceptualization process, and engage in higher level problem-formulating and
problem-solving activities.

Through
a series of process-oriented art activities, each child begins by creating a
portfolio of hand-painted textured papers. These textured papers are used by
the class to brainstorm describing wordsas
well as to spark story ideas through free association. As children’s imaginations are awakened, discovered creatures and
settings become rich resources for imaginative stories. Children find stories
hidden in their textured papers. When it is time for the children to begin the
process of putting ideas down on paper, they are purposely not directed toward
either writing first or making pictures first. Because verbal as well as
visual modes of thinking are equally valued, your author/illustrators are given
the license to follow their own creative process in story‑making. In
this way, they approach writing from a position of personal strength and
enthusiasm.

Textured
papers then become the raw materials for building colorful collage images. As
children weave together story images in pictures and words, stories unfold
through a lively, interactive creative process. As stories evolve, children
are taught how to read their collage images in order to increase descriptive
detail and literary language in their writing. Collage images also provide a
concrete tool for revision. As a result, completed published books are highly
evolved in story line, descriptive language, and visual expression.

Evidence of
Effectiveness

·Research findings based on
analytic scoring of writing samples demonstrate that the writing skills of
participating students dramatically improve, particularly in the areas of topic
selection, plot development, sense of story-craft, use of descriptive language,
and overall imagination. The program also enhances students’ abilities to express ideas through the dynamic
interweaving of word and picture images as compared to non-participating
students.

·This program has been validated by
the National Diffusion Network for students in grades 1-2; however, it has been
successfully implemented in grades K-12.

·University of New
Hampshire – Laboratory for Interactive
Learning

The study involved 555 first- and second-grade
students from 13 schools in 3 different states: New Hampshire, Hawaii, and Texas.
Because of evidence that demonstrates that success in developing literacy
skills during the primary years is crucial to success throughout one’s school
career, first and second grade students were targeted for this study. Sites
were selected to insure that participating students represented a range of
achievement levels, socio-economic levels, and geographic regions. The
treatment group was comprised of 16 classes of students who participated in
Picturing Writing and Image-Making as a year‑long Language Arts program.
The comparison group was comprised of 12 classes of students who were
participating in the Language Arts program that was currently being used in
their classroom.

Results:

1.A distinct difference was found
between groups, with the treatment group clearly demonstrating stronger
qualities of sense of setting, beginning, middle, end, plot development, use of
descriptive language, voice, and overall quality of writing. This was true for
both grades one and two.

2.A distinct difference was found
between treatment and comparison groups with the treatment group demonstrating
a heightened ability to express their ideas through the use of visual elements
of color, texture, shape, detail, composition, sequence, and overall use and
quality of visual information. This held true for both grades one and two.

Teacher Support

Teacher-training
for Image-Making Within the Writing Process is divided into two separate
workshops:

·Picturing Writing: Fostering
Literacy Through Art - Training will
lead teachers through a simple progression of art-and-literature-based
mini-lessons which build a foundation of understanding regarding sense of
setting, beginning, middle, end, plot development, character development, and
use of descriptive language. A comprehensive slide show will detail classroom
practices. Classroom modeling techniques and management tips will be woven
throughout the two-days.

·Image-Making Within The Writing
Process: Constructing Stories Through Collage - Training will provide teachers with the necessary tools to allow
students to culminate their experience as artists and writers using a very dynamic
collage technique. This unique collage process builds directly on the skills
students have acquired through Picturing Writing: Fostering Literacy Through
Art.

A Complete
Implementation Package is available which includes all of the materials
necessary to implement the program in a classroom of 25 children.

Equipment Requirements

The
Complete Implementation Package - a box containing all the materials
necessary to implement the program.*

*School-wide
or multi-classroom kits can be individually designed to reduce costs.

Costs

Teacher-Training
Fee Structure (fees include a
complete set of instructional materials and all the art materials used during
the workshop):

Two Days Three Days Four Days
Five Days

$250/participant $325/participant $425/participant $500/participant

NOTE:
It is strongly recommended that schools purchase two days of training.

Classroom
Art Materials

Complete Implementation Mini Kit Complete
Picturing Writing

Kit
Kit

$250/box $95/box $295/box

Shipping
and Handling: $20 per box

For Information Contact

Liz
Arcieri or Beth Olshansky

Laboratory
of Interactive Learning

University of New
Hampshire

Thompson
Hall, 105 Main Street

Durham, NH03824-3547

Phone:
(603) 862-3691

(603) 659-6018

Current Location in Nevada

No
school in Nevada has chosen this program during this state remediation
funding cycle.

K 1 2 3 4 5 6 7 8 9 10 11 12

Thinking Maps

www.thinkingmaps.com

Program Description

Thinking
Maps, developed by Dr. David Hyerle,
are visual teaching tools that foster and encourage life-long learning.
Isolated applications of semantic maps and graphic organizers have been used
for years by teachers for presenting content information. The Thinking Maps
approach for school-wide participation is unique and successful because the Thinking
Maps language for learning takes an important step beyond the sporadic,
isolated uses of graphic organizers. The eight Thinking Maps are an
organized set of frameworks based on fundamental thinking processes. This
flexible array of maps is introduced directly to students so that they will
independently transfer thinking skills to content learning across disciplines,
and to life-long learning. The outcome is that a school utilizes a core set of
graphic tools for cognitive development, instruction, and assessment.

Research
shows that long lasting, meaningful school change does not occur without a
consistent, in-depth, long-term vision in whole schools. Working with isolated
teachers and pull-out programs for students does not support the ongoing
transformation of a school community. The Thinking Maps implementation
design consists of four areas:

4.Student portfolios developed based
on the use of Thinking Maps as midrange tools for reading, writing,
mathematics and for assessment of students’ thinking about content across
disciplines over time.

The
materials for the program provide each teacher with basic and essential support
at each grade level for introducing the Thinking Maps to students and
into the classroom environment.

Evidence of
Effectiveness

Friendship Valley Elementary, Maryland

The Maryland School Performance and Assessment Program
(MSPAP) tests students in six categories -- reading, writing, math, science,
social studies, and language. At Friendship Valley School, the Thinking
Maps program was introduced in 1995 and was fully implemented in 1996.
Review of results from the MSPAP indicates substantial gain across all subject
areas, with the largest gain in writing (+27.3%).

Subject

1995

1996

95-96 Gain

Reading

51.4%

57.5%

6.1%

Writing

43.6%

70.9%

27.3%

Language

49.1%

69.2%

20.1%

Math

59.1%

70.0%

10.9%

Science

58.2%

76.4%

18.2%

Social
Studies

57.3%

71.8%

14.5%

Margaret Fain Elementary School - Atlanta, Georgia

The
first Thinking Maps school in inner-city Atlanta was Margaret Fain
Elementary, a Title I school-wide school with over 70% free or reduced lunch
population. The school was placed into Title school-wide improvement in 1994
due to low scores on the Georgia State Test of Basic Skills in reading and
math. The Thinking Maps program was fully implemented during 1995. The
following charts show dramatic improvement in test scores following
implementation of the Thinking Maps program:

Thinking Maps Test Score Summary from Across the Country

NOTE: All of the teachers in each of these schools and
systems received comprehensive, cross-discipline training and classroom
follow-up coaching for a minimum of one school year. Administrators
representing the schools or school systems in which the Thinking Maps
program was implemented reported the analysis and presentation of the test
score results shown below. In all cases, the administrators have evidence that
the results are directly related to the use of Thinking Maps by
students. The scores are comparisons of results using state tests from year
to year.

School/Description

Location

Test
Instrument

Results

Carl Waitz Elementary – 100% Title I

Mission, Texas

Texas State: TAAS

·Reading: Increase from 62.7% to 88.2%

·Math: Increase from 41.2% to 76.5%

Claremont Elementary

Catawba Co., NC

NC State End-of-Year Tests

Writing: From 1994 to 1996, scores rose from 33% to
46% to 63% at the 4th grade.

Tuttle Middle School

Catawba Co., NC

NC State End-of-Year Tests

Writing: From 1994 to 1996, scores rose from 44% to
68% to 73% at the 8th grade.

Chadbourn Elementary – Title I

Columbus Co., NC

NC State End-of-Year Tests

Writing: From 1993 to 1995, scores rose from 35% to
51% to 61%.

A.T. Allen Elementary

Cabarrus Co., NC

NC State End-of-Year Tests

·Reading:
Increase from 77% to 89% in 1998

·Writing:
Increase from 29% to 77% in 1998

·Math:
80% to 91% in 1998

Teacher Support

Teachers
receive a resource manual that explains the understanding behind the
methodology with examples and ideas for making cross-content connections.
Special sections detailing Conflict Resolution, Substance Abuse Prevention, and
Curriculum Unit Design provide teachers with specific mapping designs for all
grade levels. A set of 8 Thinking Maps posters is also included in each
manual.

Staff Development

Three
days of school-wide staff development include workshops on model teaching,
co-teaching and coaching, and grade-level meetings. There is a focus on
improving teacher questioning techniques using Thinking Maps, as well as
a focus on improving student reading, writing and math skills for state and
local tests.

The
Innovative Learning Group will provide guidance to teachers in maintaining
portfolios for each student on reading, writing, and mathematics
problem-solving throughout the year.

Equipment Requirements:
None.

Costs

Materials

K-12 Thinking
Maps: Tools for Learning $95.00

K Draw
Your Thinking $100.00

1-2 Show
Your Thinking $100.00

3-4 Map
Your Thinking $100.00

K-12 Cooperative
Desk Maps $89.00

There
is a 6% Shipping/Handling Charge for all orders

Staff Development - $3,750*

The basic design for bringing Thinking Maps into an
elementary or secondary school includes a one-day initial staff development
workshop, two to four days of follow-up visitations, ongoing technical
assistance for assessment purposes and curriculum development support, and
material resources for students and teachers.